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How can we implement global health in teaching?

The Canadian CanMEDS concept identifies and describes the abilities physicians require to effectively meet the health care needs of the people they serve.

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The CanMEDS framework includes seven different the dimensions: medical expert, communicator, collaborator, leader, health advocate, scholar, professional. A competent physician seamlessly integrates the competencies of all seven CanMEDS Roles. (Frank JR 2015).

In 2018, Havemann and Bösner presented methodological approaches to integrate global health into medical curricula based on qualitative expert interviews (Havemann and Bosner 2018).
The Institute of General Practice aims to adjust teaching in global health to these specific competences, taking into account not only the CamMEDS framework but also the above-mentioned study and other implementation examples.


  • Cole, D. C. J., S. Forman, L. (2017). "What approaches can schools of public health take to engage in global health? Reflections on the implications of a conceptual synthesis." Global Health Governance XI(2).
  • Frank JR, S. L., Sherbino J, (2015). CanMEDS 2015 Physician Competency Framework. . Ottawa.
  • Havemann, M. and S. Bösner (2018). "Global Health as "umbrella term" - a qualitative study among Global Health teachers in German medical education." Global Health 14(1): 32.
  • Valani, R., A. Sriharan and D. Scolnik (2011). "Integrating CanMEDS competencies into global health electives: an innovative elective program." CJEM 13(1): 34-39.

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